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Applied Linguistics and Language Teacher Education: What We Know - Coggle…
Applied Linguistics and Language Teacher Education: What We Know
Teachers
Know about linguistics and applied linguistics theories and researchs
Transfer the knowledges
Diagnose student's problems
Provide explanations and representations
Pay attention to pragmatic concepts
KAL
It can help, but it's not necessary to be a good teacher
The knowledge of different fields can't state that it'll improve the developpement of the class
Execution and preparation
Human condition
Poor capacity in tranferring knowledge
Difficulty applying abstract rules
Incorporate linguistics knowledge into the class
Can be limited according to different variables in the teaching context
Novice teachers
Prioritize educational techniques instead of incorporating a more technique knowledge
Factors
Tangibility of knowledge learned
Lack of experience by novice teachers
Contextualizing the knowledge to be learned
Participation, retention and use
Intensive work and practice
Teacher's reinvestement in learning
Motivation and performance
AL and teacher education
Cognitive bottleneck
Short terme memory is limited
Cognitive overload
Cognitive computing resources
Acquiring large amounts of domain specific information about the activities they engage in
Recognize important information
Understand situations and come up with possible courses of action
Cognitive perspective of knowledge
The provision of propositional knowledge about language can be successful in changing conceptions of and intentions for language teaching
The acquisition of l(AL and the changing of conceptions of teaching alone does not appear to allow full and consistent transfer of KAL to L2 teaching
Well formed KAL does not seem to be necessary to be a superior language teacher
Situational constraints pose significant problem with transferring KAL
Knowledge of context based instruction (CBI) was easier to transfer to planning grammar lessons than it was to use knowledge o f grammar in planning CBI lessons
The factors that help knowledge transfer are: (a) concrete information (vs. abstract), (b) a focus on using the KAL on specific teaching activities, (c) time spent on such practice tasks, (c) deliberate practice, (d) well developed mental
models, and (c) the cohesion of the teacher education program